In contrast with learning English as a second language (ESL) in English speaking countries, learner identities in an EFL setting may be impacted by various contextual factors such as the learning environment’s unique sociocultural characteristics, ideologies and social values. Drawing on poststructuralism, the present research attempts to understand how Japanese learners of English build their own subjectivities in connection to their cultural traits, ethnic identity and other socio-psychological factors affecting their learning and speaking practices. This is a partial report on a research about Identity, Self and EFL learning which was conducted among 70 undergraduate university students in Japan. The research suggested that ethnic identity can interfere with the development of L2 identity through identity resistance. The cultural and sociolinguistic differences between the native and target languages can impact the language learning practices and identity construction in EFL learners.